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Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children
Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signi...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Oxford University Press
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5881260/ https://www.ncbi.nlm.nih.gov/pubmed/28961874 http://dx.doi.org/10.1093/deafed/enx023 |
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author | Holmer, Emil Heimann, Mikael Rudner, Mary |
author_facet | Holmer, Emil Heimann, Mikael Rudner, Mary |
author_sort | Holmer, Emil |
collection | PubMed |
description | Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. |
format | Online Article Text |
id | pubmed-5881260 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Oxford University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-58812602018-04-05 Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children Holmer, Emil Heimann, Mikael Rudner, Mary J Deaf Stud Deaf Educ Empirical Manuscript Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. Oxford University Press 2017-10 2017-08-30 /pmc/articles/PMC5881260/ /pubmed/28961874 http://dx.doi.org/10.1093/deafed/enx023 Text en © The Author 2017. Published by Oxford University Press. http://creativecommons.org/licenses/by-nc/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@oup.com |
spellingShingle | Empirical Manuscript Holmer, Emil Heimann, Mikael Rudner, Mary Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title | Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title_full | Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title_fullStr | Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title_full_unstemmed | Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title_short | Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children |
title_sort | computerized sign language-based literacy training for deaf and hard-of-hearing children |
topic | Empirical Manuscript |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5881260/ https://www.ncbi.nlm.nih.gov/pubmed/28961874 http://dx.doi.org/10.1093/deafed/enx023 |
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